The impact of digital tools on the development of self-regulated learning among students in Jordanian universities

This study examined the impact of digital tools on self-regulated learning among students in Jordanian universities and explored differences based on gender, academic discipline, educational level, and type of digital tool used. Using a descriptive survey design, data were collected from a sample of 402 students across multiple Jordanian universities. Instrument validity and reliability were confirmed via Cronbach’s alpha, and data were analyzed using means and standard deviations. Results indicated a high level of perceived impact of digital tools on self-regulated learning strategies (M = 3.73). Significant differences favored male students, humanities majors, and users of educational applications; no significant differences emerged by educational level. Additionally, obstacles to digital tool use in education were rated as high (M = 3.25), with significant differences favoring males, humanities students, and master’s-level participants though none were found by tool type. The study recommends integrating educational applications into university curricula, offering discipline-specific workshops (particularly for science students), and designing digital learning environments that account for gender and disciplinary differences. It further calls for supportive, flexible academic settings to strengthen students’ self-efficacy and capacity for independent learning.